Renee

Extending the EngagementAn action research project centered on the North Carolina Sustainable

Forestry Teachers’ Academy

Renee StrnadDurham, NC

ETL Cohort 16

BackgroundEnvironmental Educator for Extension Forestry at NC State University• State Coordinator for Project Learning Tree• Work with 4-H natural resource programs• “Other duties as determined”– Outreach – Website and social media

Background

Sustainable Forestry Teachers’ Academy (SFTA)

Sponsored by:• NC Forestry

Association• NC SFI SIC• NCSU – CNR

Action Research Question

How can I create a meaningful continued

engagement experience for teachers from across

North Carolina attending our annual Sustainable

Forestry Teachers’ Academy?

What is good PD?Four key principles for designing PD:• Professional development should be intensive,

ongoing, and connected to practice;• Professional development should focus on student

learning and address the teaching of specific curriculum content;

• Professional development should align with school improvement priorities and goals;

• Professional development should build strong working relationships among teachers

Darling-Hammond et al (2009)

Cycle One• What types of activities would SFTA teachers

participate in to extended engagement?• Survey of summer 2014 SFTA participants– 56 total

• Four questions embedded within our standard post-academy evaluation

• Archival data

Cycle One• Likert scale (0-3)– Additional programming– Opportunities to share success and struggles– Single day workshop– Webinars– Website and/or Blog– Curriculum writing workshop– Forestry PLC– Guest speakers

Cycle One• Online tools • Other ways to help incorporate forestry

education • Fees

Cycle One - Data– Single day workshop– Website and/or Blog– Guest speakers– Additional programming– Opportunities to share success and struggles– Forestry PLC– Webinars– Curriculum writing workshop

Cycle One - Data• Facebook, Google+, and digital newsletter were

the top online communication tools• Some interest in videos, ideas covered in online

tools, information provided in another academy

• Most teachers (38/56) would not pay over $25 for a one-day post-academy workshop

Cycle Two• What were other similar programs doing to

extend the engagement of their participants?• Survey program providers across the United

States– Begin exploring how other programs are configured

as part of work with PLT

Cycle Two - Data• All but one program is residential– Ranging from 3 – 6+ overnights – 20 to 30 participants for half of programs

• 8 offer some form of college credit• A minimum of one hour of lesson planning

and/or classroom implementation is included in all but one program

Cycle Two - Data• Online tools– Facebook• Used by 1/3 of program providers pre-program• Over half for post-program

– Google+• Not used (ranked second for NC teachers)

– Email/list-serves• Most often used

Cycle Two - Data• Post-Program Contact– Individual contact for assistance– Options to submit curriculum/lesson plans,• Provide additional stipend/college credit• Shared?

– Six programs provide opportunities for past participants to serve as program assistants/facilitators

Cycle Three• Focus Group– 10 teachers, previously attended SFTA– Within 2 hours, stipend paid

• How does the SFTA provide good PD? What can be improved?– Piedmont Academy

Cycle Three• What are key aspects of PD? • Thinking back to key aspects of PD:– What pieces of the SFTA fit your model?– What could be added/done to SFTA to address the

missing pieces/parts• What forestry and natural resource topics or

activities should be included in a Piedmont Academy to deepen and round out your knowledge?

What is good PD?Four key principles for designing PD:• Professional development should be intensive,

ongoing, and connected to practice;• Professional development should focus on student

learning and address the teaching of specific curriculum content;

• Professional development should align with school improvement priorities and goals;

• Professional development should build strong working relationships among teachers

Darling-Hammond et al (2009)

Standard 1: PD should be intensive, ongoing, and connected to practice

Standard3:: PD should align with school improvement priorities and goals

Standard 2: PD should address student learning & address the teaching of specific curriculum content

Standard 4: PD should build strong working relationships among teachers

Content is enriching

Engaging

Content, movement, dynamic

Long enough to analyze content, short enough

to keep attentionCEUs

Relevance to your grade/subject area

Sharing/Discussion Time

Interdisciplinary

Location

Reference point/contacts

List of presenters

TangiblesNeatly

packaged

Resources should be tangible, items to

take back

Field tip list relevant to topics

Standard course of study

Content in alignment with

curriculum

Correlation to standards

Applications for 21st Century

Follow-up

Contact list, wiki, or message board

Wiki, Edmodo Group, blogs for participants to

share ideasOpen communication after the academies

Q1: Key Aspects of PD

Not relevant to key principles of PD:*Feed us awesome food*Presenters that value teachers*Paid substitutes





Pace

Content

Appropriate time and engagement CEU credit,

Literacy focus

PLT curriculum

Correlations to standards, break-

out groups

Location

Lessons

Field Trips

Variety of activities with tangible items

for classroom

Usable information

Academy notebook/CD, manual with CD of

lesson plans

Alignment with curriculum

Bus/Door prizes

Real work (world) connections

Libations and networking hour

Q2a: What pieces of SFTA fit the key aspects of PD from Q1

Not relevant to key principles of PD:*Presenters that value teachers*Good food, food in general*Well organized*Stipend (for the focus group)*Requiring deposit





PLT for upper grade levels

Google Docs

Piedmont Academy

Field trip/speaker by geographical

area

Forestry trunks with pre-paid shipment

Shopping list or box for one new

lesson

Access to readymade activities/kits

SFTA Ambassadors

Q2b: What could be added to SFTA to address missing pieces

Alumni WeekendContact/Message Board

Group email, list-serve

Edmodo Site

Advertisement, ambassadors

What I Learned• Teachers are interested in forestry education

programs (51/56 very interested)• Facebook and email list-serves are top

communication routes with teachers (before and after the program)

• Few state programs have a component/system to consistently follow-up with participants to extend engagement

What I Learned• Teachers believe that we lead a program with

strong professional development pieces– Specific to NC curriculum content– Intensive professional development (PD)

• Teachers like face-to-face opportunities, but funding is a limiting factor

• Knowledge of technology tools varies

Implementation• SFTA list-serve creation• Edmodo Site• SFTA Ambassador Program• SFTA Reunion Weekend

Thank You!• Critical Colleagues– Lisa Canale and Ashley Outlaw

• Co-researchers– Dr. Susan Moore and Jennifer Grantham

• Dr. Lily Fessenden and Coleen O’Connell • Dr. Robert Bardon• Pat Maloney and Mike de Lasaux• Addie Thornton and Dr. Kathryn Stevenson

References• Darling-Hammond, L., Wei, R. C., Andree, A.,

Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX. National Staff Development Council.

• Standard 1: PD should be intensive, ongoing, and connected to practice (orange)• Time for serious, cumulative study of a given subject, trying out ideas in the classroom,

reflecting on results.• Include applications of knowledge to teachers planning and instruction

• Standard 2: PD should focus on student learning and address the teaching of specific curriculum content (red)

• Modeling, hand-on work to build knowledge of academic content• Analyze & discuss student performance data• Local context (resources, curriculum guidelines, accountability) • Standard 3: PD should align with school improvement priorities and goals (green)• Part of school reform effort• Connection between PD and requirements of curriculum guidelines, texts, assessment practices• Ease of implementing new practices • Standard 4: PD should build strong working relationships among teachers (blue)• Creating time, space, and relationships within department of grades levels (or across them)• Observe teaching, sharing

Documents

Renee